Michael C. Rodriguez

I focus much of my research on understanding the psychometric properties of tests. This work has included research on the effects of item formats and the use of constructed-response versus multiple-choice items. I have a strong interest in applied measurement, spending a good deal of time working with schools and school districts to develop methods for improving their use of large-scale test information for planning and evaluation. I also continue to work on issues related to assessment of students with disabilities and the design of Modified Assessments.  I am doing research with Graduate Students on MN Latino youth and their involvement in out-of-school activities. I currently chair the Technical Advisory Committee of the GRE for ETS and the Assessment Certification Advisory Panel for the National Board of Professional Teaching Standards. I work with a USAID project developing the national assessment program in Guatemala. I am a member of the Board of Directors for the National Council on Measurement in Education.

I am the founder of the Office of Research Consultation & Services.  The ORCS provides research support to faculty, staff, and students in CEHD.

Awards include: 2009 Award for Outstanding Contributions to Postbaccalaureate, Graduate, and Professional Education, University of Minnesota; 2008 Robert H. Beck Faculty Teaching Award, College of Education and Human Development Alumni Society; 2005 Albert J. Harris Research Award of the International Reading Association; and 2004 Community Service Award, College of Education and Human Development.

Courses I teach
(all EPSY courses)

Publications

1. Albano, A.D., & Rodriguez, M.C. (in press). Multilevel modeling of item position effects. Educational & Psychological Measurement.

2. Haladyna, T.M., & Rodriguez, M.C. (2013). Developing and validating test items. New York, NY: Routledge.

3. Rodriguez, M.C., & Haladyna, T.M. (2013). Objective testing of educational achievement. In K. Geisinger (Ed.), APA Handbook of testing and assessment in psychology (pp. 305-314). Washington DC: American Psychological Association.

4. Albano, A.D., & Rodriguez, M.C. (2012). Statistical equating with measures of oral reading fluency. Journal of School Psychology, 50(1), 43-59.

5. Rodriguez, M.C. (2009). Psychometric considerations for alternate assessments based on modified academic achievement standards. Peabody Journal of Education, 84(4), 595-602.

6. Rodriguez, M.C., & Maeda, Y. (2006). Meta-analysis of coefficient alpha. Psychological Methods, 11, 306-322.

7. Rodriguez, M.C. (2005). Three options are optimal for multiple-choice items: A meta-analysis of 80 years of research. Educational Measurement: Issues and Practice, 24(2), 3-13.

8. Rodriguez, M.C., & Morrobel, D. (2004). A Review of Latino Youth Development Research and a Call for an Asset Orientation. Hispanic Journal of Behavioral Sciences, 26(2), 107-127.

9. Rodriguez, M.C. (2004). The role of classroom assessment in student performance on TIMSS. Applied Measurement in Education, 17(1), 1-24.

10. Rodriguez, M.C. (2003). Construct equivalence of multiple-choice and constructed-response items: A random effects synthesis of correlations. Journal of Educational Measurement, 40(2), 163-184.

11. Rodriguez, M.C., Morrobel, D., & Villarruel, F.A. (2003). Research realities and a vision of success for Latino youth development. In F. A. Villarruel, D.F. Perkins, L.M Borden, & J.G. Keith (Eds.), Community youth development: Programs, policies, and practices (pp. 47-78). Thousand Oaks, CA: Sage.